Call on Student Frequently
Call on Student Frequently
Embedded Files
Calling on students frequently...
Maintains engagement
Provides opportunities to check for understanding
Provides voice for all students
Implementation
Implementation
Overview
Call on student for responses as frequently as needed using guiding prompts if needed and the student is struggling to respond.
May combine with proximity for best results.
Used for students who may lose focus and need to check in
Used for students who raise their hand constantly but may need reinforcement
Core Components
Call on specific student based on their need
Follow response with affirmation
Say the students name when you call on them
May use a random name strategy or "cold call" (I.E., stick pulling, spinning wheel)
Proactive Implementation
Based on the history of the student, there may be a determination that the student requires frequently being called on. The supervising teacher may choose upfront to make an effort to call on a particular student more regularly to maintain engagement.
Responsive Implementation
If a student, group, or class are struggling with maintaining focus then a supervising adult may determine they will call on these students more frequently. The adult should monitor the effectiveness on engagement through anecdotal notes.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the supervising adult may choose to call on that student regularly to increase this connection.
Skills Training
If the need is skill building then the student may be called on regularly when a question or specific skill is being practice that the student is targeting.
Awareness
If the need is awareness then the student may be called on frequently when they are demonstrating expected behaviors or meeting the expectations. This allows for acknowledgement.
Emotional Regulation
If the need is regulation then the student may be called on when they are escalating (bubbling)
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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